Study investigated relationship between teachers’ interventions and standard seven pupils’ academic performance. Research was carried out in Nakuru Municipality. Twenty seven primary schools in the municipality were purposively sampled. Data was analyzed through SPSS 10.0. Level of significance was α = 0.05. It was found out that teachers’ gender had 2= 10.255, df= 6, p = 0.115; Cramer’s V= 0.616 and age r = -0.17, p= 0.198. Academic level rho= -0.107, p= 0.297, length of experience r = -0.105, p= 0.302. Training in guidance and counseling children in difficult circumstances 2= 7.174, df= 6, p = 0.846; Cramer’s, V= 0.515. Findings indicated that demographic data of teachers had little or no influence on their efficacy in assisting children affected by post-election violence overcome trauma and its effects on academic performance. All teachers could assist pupils’ overcome trauma and hence improve their academic performance. However over 40% of teachers were unhappy serving as class teachers. Study recommended procedures of selecting teachers to serve as class teachers.